Abstract
Retention research has shown that formal and informal interactions between faculty, staff, and the perceptions ofthose interactions influence a students decision to remain at the institution. In the case ofAfrican- American students, low levels of faculty interaction negatively impact their collegiate experience. The purpose of this study was to explore, given the level of interaction, African-American students perceptions of the faculty after interacting and the degree to which their academic development was (and is) impacted. The researchers found that most of the students, who participated, responded that they had a better understanding of how to balance their academic and social lives in college (95%). As a result, 99% (n=36) stated they were more likely to talk with the faculty about personal and professional aspirations after participating in the study (forum). Common themes that the students reported most important to them included: time management, graduate school, relationships, and self-esteem.
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